Course Syllabus
A-111R Syllabus
ELEMENTS OF EFFECTIVE FAMILY-SCHOOL PARTNERSHIPS
J-Term, 2016
January 4thth through January 15th
Monday, Wednesday and Friday, 1:00 p.m. - 4:00 p.m.
Instructor:
Karen L. Mapp, Ed.D.
452 Gutman Library
Phone: 617. 495-0628
Office Hours: http://isites.harvard.edu/karen_mapp
Class Location: Larsen 106
Teaching Fellows:
Stephany Cuevas | stephany_cuevas@mail.harvard.edu
Janine de Novais | janine_de_novais@mail.harvard.edu
Deepa Vasudevan | deepa_vasudevan@mail.harvard.edu
TF Office Hours: Book appointment
Faculty Assistant:
Kevin Walsh | 617-496-5209 | Kevin_Walsh@gse.harvard.edu
OVERVIEW
The purpose of this module is to provide an overview of the systems, structures, and organizational culture needed to create and sustain systemic school/family partnerships that support student learning and school improvement. The module will cover four main areas: (1) the link between family engagement and student achievement—students will review the most up-to-date information on the ways that family engagement relates to improvements in student outcomes and school improvement; (2) the barriers and tensions that get in the way of cultivating and sustaining effective family engagement partnerships and initiatives; (3) the characteristics of and the criteria for family engagement initiatives that are effective, sustainable, and linked to improved educational outcomes; and (3) how to cultivate partnerships with diverse families—students will explore research-informed strategies to form trusting, respectful, and sustainable family-school partnerships.
Classes will include lectures, case studies, and guest presentations.
ASSIGNMENTS
Students will be expected to complete each of the following assignments. Papers must be double-spaced, use 12-point font, and 1-inch margins. Papers will be submitted to the “Assignments” drop box located on the A111R Canvas course site.
Reflection Paper — Ghosts in the Classroom
Due first day of class, January 4th, by 12 Noon
5 page paper (25% of final grade)
Students are to read the Introduction and Chapter 1 in The Essential Conversation by Sara Lawrence-Lightfoot (found in the IPAC section of the Canvas course site) and write a reflection paper exploring the following questions:
- How have past experiences, be they positive, negative, or a range of both, shaped your beliefs about, and orientation towards, school-family-community engagement?
- What are your own “ghosts” or biases and assumptions in connection with the work of family engagement?
- What fears, hesitations, or apprehensions do you have about this work?
- What passions, beliefs and commitments do you bring that will help you do this work?
Final Paper — Initiative Proposal
Due January 22nd - 5:00PM
15 page paper (50% of grade)
In small groups, students will write a proposal for a family engagement/parent leadership initiative. The paper will include a rationale and research basis for the proposal, an outline of the initiative, initial steps for implementation, and ways to address potential challenges.
Class Attendance, Participation, and Preparation
(25% of grade)
EXPECTATIONS AND GRADING POLICY
Students are expected to arrive to class on time and prepared for discussion. The use of cell phones, beepers, and cameras or the reading of email/text messages is not allowed during class. Students must contact a member of the teaching team before class for an excused absence in the case of illness or family circumstance. Unexcused absences will result in a lowering of your participation grade.
Full assignment descriptions will be posted on the A111R website under the “Assignments” tab.
Late papers will be dropped one grade for each day it is late.
REQUIRED TEXTBOOKS
Hong, S. (2011). A cord of three strands: A new approach to parent engagement in schools. Cambridge, MA: Harvard Education Press.
Henderson, A., Mapp, K., Davies, D. & Johnson, V. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: New Press.
CLASS SCHEDULE
Class One – January 4
Where’s the beef? – Exploring the Context and the “Why” of Family Engagement
-Parent Engagement on Rise as Priority for Schools, Districts. Education Week, June 2, 2015: http://www.edweek.org/ew/articles/2015/06/03/parent-engagement-on-rise-as-priority-for.html
-Harris and Robinson NY Times OP-ED: http://opinionator.blogs.nytimes.com/2014/04/12/parental-involvement-is-overrated/
-CNN story: http://edition.cnn.com/2014/05/05/opinion/rogers-coffman-bergman-education-kids/
-Viadero, D. (2006). Race report's influence felt 40 years later. Education Week, 02774232, 6/21/2006, 25(41), 1-24. http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21346710&site=ehost-live&scope=site
-Henderson, A. & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family and community connections on student achievement. pp 21-32. https://www.sedl.org/connections/resources/evidence.pdf
-PISA Report: What can parents do to help their children succeed in school? PISA in Focus, 2011/10 (November), OECD. http://www.oecd.org/pisa/49012097.pdf
-Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan (April) (pp. 23 -30). http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=48979261&site=ehost-live&scope=site
Supplemental Reading:
-Dearing, E., Kreider, H., and Weiss, H. B. 2008. Increased family involvement in school predicts improved child-teacher relationships and feelings about school for low-income children. Marriage & Family Review, 43( 3/4), 226-254. IPAC
-Sénéchal, M. (2006) The Effect of Family Literacy Interventions On Children’s Acquisition of Reading From Kindergarten to Grade 3. National Center for Family Literacy. http://lincs.ed.gov/publications/pdf/lit_interventions.pdf
-Sheldon, S. B. & Jung S. B. (2015). The Family Engagement Partnership Student Outcome Evaluation. http://flamboyanfoundation.org/wp/wp-content/uploads/2015/09/JHU-STUDY_FINAL-REPORT.pdf
Class Two – January 6
Theories, Frameworks and Typologies
-Weiss, H. B., Kreider, H., Lopez, M. E., & Chatman, C. M., (Eds.). (2005). Preparing educators to involve families: From theory to practice, pp. xi-xxiv. IPAC
-Epstein, J. L, et al. (2009). School, family, and community partnerships: Your handbook for action, (Chapter 1.1, pp. 9-30.) IPAC
-Hoover-Dempsey, K. et al. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130. http://www.jstor.org.ezp-prod1.hul.harvard.edu/stable/10.1086/499194
Class Three – January 8
Tensions and Barriers
-Valencia, R. The evolution of deficit thinking, Chapter 1, pp 1-11. IPAC
-Lawrence-Lightfoot, S. (1978). Worlds apart: Relationships between families and schools. New York: Basic Books. (pp.3-42) IPAC
-Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60(2), 73-85. http://www.jstor.org/stable/2112583
Class Four – January 11
Reframing Family Engagement
-Moll, L., Amanti, C., Neffi, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect home and classrooms. Theory Into Practice, 31(2), 132-141. http://ezp-prod1.hul.harvard.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=5200140&site=ehost-live&scope=site 8
-Lopez, G. R. (2001). The value of hard work: Lessons on parent involvement from an (Im)migrant household. Harvard Educational Review, (71)3, 416-437. http://search.proquest.com.ezp-prod1.hul.harvard.edu/docview/212295979?rfr_id=info%3Axri%2Fsid%3Aprimo
-Diamond, J. & Gomez, K. (2004). African American parents’ educational orientations: The importance of social class and parents’ perceptions of schools. Education and Urban Society, 36(4), 383-427. http://eus.sagepub.com.ezp-prod1.hul.harvard.edu/content/36/4/383
-Auerback, S. (2007). From Moral Supporters to Struggling Advocates: Conceptualizing Parent Roles in Education through the Experience of Working Class Families of Color. http://uex.sagepub.com.ezp-prod1.hul.harvard.edu/content/42/3/250
Class Five – January 13
The Elements of Promising Practice
-Henderson, A., Mapp, K., Davies, D. & Johnson, V. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: New Press. Chapter 1-5. Required Text
-Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation. (pp. 3-34). IPAC
-Mapp, K. & Kuttner, P. (2014). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Education Development Laboratory. http://www2.ed.gov/documents/family-community/partners-education.pdf
Please watch before class:
Askwith Forum Video, November 15, 2015: Chancellor Kaya Henderson and Chief Josephine Robinson (90 minutes)
https://www.youtube.com/watch?v=Op_fxY-C0QE
Class Six – January 15
Parents as Leaders and Advocates
-Hong, S. (2011). A cord of three strands. Chapters 2, 3, 5, 6, Conclusion. Required Text
-Mapp & Noonan (2015). Organizing for Family and Community Engagement in the Baltimore City Public Schools. http://pelp.fas.harvard.edu/files/hbs-test/files/pel074.pdf
OPTIONAL:
- Logan Square Neighborhood Association Article and Video: http://www.today.com/id/48896788/ns/today-today_news/t/mentoring-becomes-much-about-parents-it-about-kids/#.Vlzcgkt7xqk 8
-Bolivar, Jose and Chrispeels, Janet (2011). Enhancing parent leadership through building social and intellectual capital. American Educational Research Journal, 48(1), February 2011, 4-38. Full text available: http://aer.sagepub.com.ezp-prod1.hul.harvard.edu/content/48/1/4 or DOI: 10.3102/0002831210366466 8
Course Summary:
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